June 6, 2013 Instructional Leads Maria Brown, Michelle DiBlasi , Uzma Harris

1. Implementation of CCLS and 2013-2013 NYCDOE Teacher Evaluation and Development System (Danielson FFT) • June 6, 2013 • Instructional Leads • Maria Brown, Michelle DiBlasi, Uzma Harris

2. Introducing Danielson’s Framework for Teaching Morning Session • Introducing Danielson’s Framework • Construct of a rubric • Identifying good practices • Underlying logic of the Framework for Teaching • Viewing videos • Low inference observations and rating evidence to rubrics Afternoon Session • FFT and supporting students with accessing complex texts • Instructional shift of rigor in mathematics • Aligning FFT to CCLS • Standards of Mathematical Practices 2

3. Introducing the Competencies • Objectives: • Participants will: • Understand the logic and structure of the Framework for Teaching • Explore the priority competencies and how they can support improving teacher practice

4. The Wisdom of Practice The Framework for Teaching Charlotte Danielson 4 If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is the classroom of a highly effective teacher.”

5. Bucketing Activity: Share and sort your post-its into categories and agree on a label for each bucket. Label:___ Label:___ Label:___ Label:___ 5

6. Domain Focus—Adapted from Danielson’s Framework for Teaching Planning and Preparation Professional Responsibilities Classroom Environment Instruction Professional responsibilities and behavior in and out of the classroom. What a teacher knows and does in preparation for teaching. All aspects of teaching that lead to a culture for learning in the classroom. What a teacher does to engage students in learning. 6

7. The Framework for Teaching Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d.Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 3: Instruction a. Communicating With Students b. Using Questioning and Discussion Techniques c.EngagingStudents in Learning d.UsingAssessment in Instruction e. Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism The Framework for Teaching Charlotte Danielson 7

8. Reflection: • In what ways do these competencies capture classroom practice? • Which of the priority competencies are most relevant to your work? Why?

9. Interpreting Danielson’s Framework for Our School • NYCDOE | June 2013 9

10. Part 1: Deepening our understanding of a competency • Objectives: • Participants will… • deepen their understanding of one competency from the Framework for Teaching • synthesize their understandings of that competency and good teaching practice by developing Possible Examples for Effective and Highly Effective performance.

11. Danielson framework: Unpacking our understandings of effective teaching What are the contents of each Competency? Each group has been assigned a Competency: Before reviewing the rubric for that competency, Stop and Jot: Without referring to the Danielson competency rubric, how would your define your assigned competency? 11

12. 6 areas of focus for NYC • Domain 1: Planning and Preparation • 1e. Designing Coherent Instruction • Domain 2: The Classroom Environment • 2b. Establishing a Culture for Learning • 2d. Managing Student Behavior • Domain 3: Instruction • 3b. Using Questioning and Discussion Techniques • 3c.Engaging Students in Learning • 3d.Using Assessment in Instruction

13. Defining competencies • Use “Key Aspects of Competencies” Worksheet • Share your definitions with your group— • Group findings: Key attributes of this competency (emerged across participant definitions and in Danielson) • 3. Discussion questions: • What are the areas of strong consensus? • Are there significant differences in understanding that need to be resolved?

14. Activity: Danielson Component Exploration In groups For the assigned component: Highlight key words that show the difference between levels of practice. e.g., some students v. all students; convergent v. open-ended

15. Example: Using Questioning and Discussion Techniques • Domain 3: Instruction • Component 3b: Questioning and Discussion Techniques • Description • (of each level of practice) • E.g., At a Highly Effective level, “The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote metacognition.”

16. Charting Evidence for Effective Teaching Practices

17. Reflection • What might we see in your classroom practice, reflected in the rubric language? • What connections do you see between the components and your work? • What similarities and differences do you notice between your definition of the competency and Danielson’s definition? • Why is it important to establish common competency definitions among teachers and school leaders? • Did your group reach a common understanding of the competency in your discussion?

18. Gathering Evidence and Examining Practice • Part 1: Gathering Evidence • Objectives: • Participants will: • Understand what low-inference evidence is and how it helps us accurately interpret teacher practice • Use a rubric to interpret teacher practice

19. Interpreting Evidence From Observations • Evidence is a factual reporting of events. • Evidence may include teacher and student actions and/or behaviors. It may also include artifacts prepared by the teacher or students. • Evidence is free of evaluation or interpretation. 19

20. Evidence vs. Opinion… Read each statement. Decide – is it low-inference evidence or opinion? Discuss your answer with your elbow partner. If you agree that the statement is an opinion, how would you reword the statement so that it is an evidence statement. 20 20

21. The teacher said, “I assure you that today’s lesson will be quite interesting.” The teacher has planned and organized for maximum effect. The last activity, discussion of the key scene, was rushed. The teacher said that the Civil War was a tragedy for U.S. civilization. Evidence vs. Opinion… 21 21

22. What are low-inference notes? Low-inference notes describe what is taking place without drawing conclusions or making judgments. • What do you see and hear the teacher and students doing? • What evidence can you gather of student learning? • What will students know and be able to do at the end of the lesson?

23. Overview of Norming Protocol • View a classroom lesson together. • Participants all gather low-inference evidence—low inference data focuses on what is seen and heard and does not sum up or label those observations. • 3. Guided Questions: • What did you see or hear in this lesson? • 4. Review the appropriate rubric and determine a rating supported by evidence.

24. Facilitators Questions for a Norming Protocol: • What did you see or hear in this observation? • What evidence stands out? • Where on the Framework would you place this example of teaching? • Why did you rate as you did? What is the evidence?

25. Probing Questions: • Were students cognitively engaged in this lesson? What is the evidence? • What did students do in this lesson? Was it rigorous? How do you know? • What was the lesson’s objective and did students attain it? What is the evidence?

26. If we are still not in agreement: • Where are we differing? What is the area where we disagree most? • Do we disagree about what the evidence is or in how we interpret the rubric? • Does the preponderance of evidence point in one direction? • Are we valuing different facets of instruction differently? • Which of these has the greatest impact on student learning?

27. Comparing Notes What makes the first example stronger?

28. Best Practices for Observation

29. Reflection: • Why is it important to collect low-inference evidence before trying to assess teacher practice? • How can low-inference evidence support teacher development?

30. Activity 2: Using the Competencies to Interpret Teacher Practice • Objectives: • Participants will: • practice taking low-inference notes • interpret teacher practice aligned to the competencies

31. Preparing to Observe While you view: Take low-inference notes on the Coding sheet titled “Look-For’s”. Take down as much as you can. We will only view the video once, as we can only view classroom practice once. Quick review of Rubric for 3b.

32. View Video of Teacher Practice • Grade 3 • ELA- Book Clubs (FFT 3b – Questioning and Discussion Techniques) LO 598

33. Reviewing Evidence • Low-inference evidence share: • In turn, each participant will share one thing they observed • Make sure each item shared is low inference • Each participant should have a turn to share before participants share additional evidence

34. Reflections on Improving Practice: • Identify an effective practice that you observed: • What evidence did you gather on this practice? • Why is it effective? • How can the teacher build on it to further student learning? • Use the rubric to identify the next steps for this teacher and identify how she or he might get there. • Identify an area for growth: • What evidence did you gather on this area? • Why is it a growth area? • What can the teacher do to improve student learning? • Use the rubric to identify the next steps for this teacher in this area and identify how she or he might get there.

35. Effective Lesson Planning • 3rd grade lesson plan accompanying video on ELA Book Clubs • Alignment to FFT 3b– Questioning and Discussion Techniques and 1e- Designing Coherent Instruction • Providing choice to students • Implications for next year • Sample lesson plan template

36. ARIS Learn Overview • Modules supporting FFT and CCLS • 690 Connecting the Common Core Learning Standards to the Danielson Framework for Teaching • 608 Elementary Classroom Video • 454 Engaging Students in Learning • 607 K-2 Classroom Video • 672 Use of the Danielson Framework

37. A collaborative cycle of observations and feedback drives teacher growth.

38. Supporting Students in Accessing Complex Texts LO 691 • Read sample text on Child Labor • Why use open-ended text based questions? • IFL Patterned Way of Reading, Writing, and Talking • Re-reading texts 4 times for different purposes

39. Exploring the Instructional Shift of Rigor in Mathematics LO 688 • Major changes in math instruction required by the Common Core • Compare two 2nd grade place value activities using the instructional shift of rigor • Implications for math instruction

40. Guiding questions • What do students need to know and be able to do in each activity? • What elements of the rigor shift do we see evidence of? What elements are missing? • In which activity do you see more evidence of the rigor shift? • How might you further incorporate the elements of the rigor shift into this activity?

41. Reflection: • As you begin / continue to plan for the 2013 – 2014 school year, what is one change that you can make in your classroom practice to address the instructional shifts in rigor?

42. Connecting the CCLS and FFT: Aligning Standards of Mathematical Practice (SMP) to 3b LO 690 • Analyze Standards for Mathematical Practice • View video • Align evidence to FFT 3b • Research article on fluency: using research to inform teaching practice

43. Reflection: • What new insights have you gained about questioning and discussion techniques that can advance student thinking?